Engaging Engineering Students in Socially Responsible Design Using Global Projects

Autor/inn/en	Bissett-Johnson, Katherine; Radcliffe, David F.
Titel	Engaging Engineering Students in Socially Responsible Design Using Global Projects
Quelle	In: European Journal of Engineering Education, 46 (2021) 1, S.4-26 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1674785
Schlagwörter	Engineering Education; Social Responsibility; Teaching Methods; Design; Sustainable Development; Case Studies; Student Projects; Active Learning; Trend Analysis; Economic Factors; Course Evaluation; Instructional Design; Sociocultural Patterns; Educational Trends; Technology; College Students; Foreign Countries; Learning Activities; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Soziale Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Case study; Fallstudie; Case Study; Schulprojekt; Aktives Lernen; Trendanalyse; Ökonomischer Faktor; Lesson concept; Lessonplan; Unterrichtsentwurf; Soziokulturelle Theorie; Bildungsentwicklung; Technologie; Collegestudent; Ausland; Lernaktivität; Lernleistung; Schulerfolg; Australien
Abstract	Engineering education for sustainable design often focuses on technical solutions with little consideration of social impact. This paper presents a case study of a project-based learning (PBL) studio course engaging engineering students in social and sustainable design practices with external clients in developing economies. The case is a review of how concepts from Socially Responsible Design (SRD), Appropriate Technology (AT) and Human-Centred Design (HCD) integrated into a pedagogical model (Locale) focusing student effort on the socio-cultural, technical, economic and environmental aspects. Drawing on data from ten years of course operation the analysis identifies three distinct variants. Re-examining all 186 design projects using a new metric based on the pedagogical model (Locale) revealed an upward trend in the socio-cultural and economic appropriateness of the solutions without any diminution of technical suitability. Thus, the paper provides a new approach for designing and evaluating PBL courses specifically focused on social and sustainable design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01